بیتمدنی سازمانی در دانشگاهها: عوامل و راهکارها | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 4، دوره 17، شماره 1 - شماره پیاپی 32، 1403، صفحه 99-130 اصل مقاله (1.02 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2024.233318.1379 | ||
| نویسندگان | ||
| میترا میرزاآقایی کیاکلایی1؛ سعید رجایی پور* 2؛ سید حمیدرضا شاوران3 | ||
| 1دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 3استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| چکیده | ||
| هدف: از آنجا که یکی از اهداف جهانی تعلیم و تربیت، ارتقای مدنیت و احترام است، دانشجویان علاوه بر کسب تخصص و مهارت در علوم، باید فضائل عالی اخلاق و انسانیت را نیز کسب کنند. این در حالی است که انواع و موارد قابل توجهی از مصادیق بروز رفتارهای نادرست مشاهده میشود، همان موضوعی که به بیتمدنی در محیط دانشگاهی شهرت یافته و به معضلی قابل تعمق در آموزش عالی تبدیل شده است. بنابراین هدف پژوهش حاضر، شناسایی مؤلفهها، پیشایندها، پیامدها و راهکارهای کاهش بیتمدنی سازمانی در دانشگاهها بوده است. مواد و روشها: روش این پژوهش کیفی از نوع پدیدارشناسی بود. مشارکتکنندگان بالقوه پژوهش اساتید و خبرگان مطلع در زمینه موضوع پژوهش در دانشگاههای کشور بودند. نمونهگیری با رویکرد هدفمند و به روش انتخاب صاحبنظران کلیدی انجام گرفت. برای تعیین حجم نمونه از اشباع نظری بهره گرفته شد و با 22 نفر از اعضای هیئت علمی و صاحبنظران دانشگاهی مصاحبه نیمهساختاریافته انجام شد. تجزیه و تحلیل دادهها از طریق رویکرد تحلیل مضمون با بهرهگیری از نرمفزار MAXQDA 2020 انجام گردید. برای تعیین روایی مصاحبهها از مطالعه مجدد توسط همتا و پژوهشگر استفاده شد. پایایی با اشباع نظری در مرحله جمعآوری دادهها و پایایی باز آزمون معادل94/89 درصد مورد تأیید قرار گرفت. بحث و نتیجهگیری: یافتههای حاصل از مصاحبهها نشان داد که مؤلفههای بیتمدنی سازمانی شامل 4 مضمون فراگیر (بیتمدنی سازمانی دانشجویان، بیتمدنی سازمانی اعضای هیئت علمی، بیتمدنی سازمانی مدیران و بیتمدنی سازمانی کارکنان)، پیشایندهای بیتمدنی سازمانی شامل 3 مضمون فراگیر (عوامل فردی، عوامل درون سازمانی و عوامل برون سازمانی)، پیامدهای بیتمدنی سازمانی شامل 3 مضمون فراگیر (پیامدهای مرتبط با سلامت فردی و سازمانی؛ پیامدهای نگرشی (مبتنی بر تبادل اجتماعی)؛ و پیامدهای رفتاری و کنارهگیری)، راهکارهای کاهش بیتمدنی سازمانی شامل 3 مضمون فراگیر (تمهیدات آموزشی، تمهیدات انگیزشی و تمهیدات سازمانی) بود. مؤلفههای بیتمدنی سازمانی دانشجویان شامل مضمونهای سازماندهنده (عدم رعایت هنجارهای آموزشی و پژوهشی، نقض هنجارهای محیط آکادمیک، گستاخی نسبت به استاد و عدم رعایت اخلاق دانشجویی) گردید. مؤلفههای بیتمدنی سازمانی اعضای هیئت علمی شامل مضمونهای سازماندهنده (نداشتن مهارتها و دانش تدریس، بیتفاوتی علمی، عدم رعایت اخلاق حرفهای در قبال دانشجویان، عدم رعایت هنجارهای محیط آکادمیک، داشتن رفتارهای غیرحرفهای و مخرب با همکاران، و داشتن رفتارهای توهینآمیز و گستاخانه با همکاران) بود. مؤلفههای بیتمدنی سازمانی مدیران شامل مضمونهای سازماندهنده (مدیریت ناکارآمد، خود برتربینی نسبت به کارکنان و بیتوجهی به کارکنان) بود. مؤلفههای بیتمدنی سازمانی کارکنان شامل مضمونهای سازماندهنده (کوتاهی کردن و نقصان در مسئولیتپذیری، عدم حضور مؤثر کارمند در محل کار و داشتن رفتار غیراخلاقی) شد. عوامل فردی از پیشایندها، مضمونهای سازماندهنده (ویژگیهای دموگرافیک افراد، ویژگیهای شخصیتی افراد و مسائل خانوادگی) بود. عوامل درون سازمانی از پیشایندها شامل مضمونهای سازماندهنده (ساختار و قوانین و مقررات دانشگاه، مسائل مدیریتی، مسائل مرتبط با شغل، محیط و امکانات آموزشی نامناسب، مسائل مرتبط با جو و فرهنگ سازمانی دانشگاه، نقصان در نظام نظارت و ارزشیابی) گردید. عوامل برون سازمانی از پیشایندها شامل مضمونهای سازماندهنده (مسائل فرهنگی-اجتماعی، مسائل اقتصادی و مسائل سیاسی) بود. پیامدهای مرتبط با سلامت فردی و سازمانی شامل مضمونهای سازماندهنده (ایجاد آسیبهای روانی و جسمی، فرسودگی شغلی و تحصیلی و عدم رضایت شغلی) بود. پیامدهای نگرشی شامل مضمون سازماندهنده خدشهدار شدن شأن و جایگاه دانشگاه در جامعه) شد. پیامدهای رفتاری و کنارهگیری شامل مضمونهای سازماندهنده (افزایش جابجایی یا تمایل به ترک شغل؛ پرورش منابع انسانی بیتمدن؛ از بین رفتن اعتماد، همدلی و رابطهی مثبت بین افراد؛ کاهش عملکرد وظیفه؛ و شکست در اجرای طرحها و کارهای گروهی) بود. تمهیدات آموزشی از راهکارها شامل مضمونهای سازماندهنده (آموزش و بهسازی، خودمدیریتی و بهبود و پرورش مهارتهای ارتباطی) گردید. تمهیدات انگیزشی از راهکارها شامل مضمونهای سازماندهنده (الگوسازی و نظام پاداش و تنبیه مناسب) بود. تمهیدات سازمانی از راهکارها شامل مضمونهای سازماندهنده (اصلاح سبک مدیریت و رهبری، تدبیر مدیریت، تقویت فرهنگ سازمانی مشوق ادب و مدنیت، و اصلاح قوانین گزینشی) شد. نتایج این پژوهش میتواند به اعضای هیئت علمی کمک کند تا با شناخت کافی از مؤلفهها، پیشایندها و پیامدهای بیتمدنی سازمانی در دانشگاهها از اثرات مخرب آن در فرایند یاددهی و یادگیری جلوگیری نمایند. | ||
| کلیدواژهها | ||
| پیامدهای بیتمدنی سازمانی؛ پیشایندهای بیتمدنی سازمانی؛ دانشگاهها؛ راهکارهای کاهش بیتمدنی سازمانی؛ مؤلفههای بیتمدنی سازمانی | ||
| عنوان مقاله [English] | ||
| Organizational Incivility in Universities: Factors and Strategies | ||
| نویسندگان [English] | ||
| Mitra Mirzaaghaei Kiakalaei1؛ Saeed Rajaeepour2؛ Sayyed Hamid Reza Shavaran3 | ||
| 1Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran | ||
| 2Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran | ||
| 3Assistant Professor. Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran | ||
| چکیده [English] | ||
| Objectives: Since one of the global goals of Education is to promote civility and respect, in addition to acquiring expertise and skills in science, students must also acquire the high virtues of morality and humanity. At the same time, there are significant types and cases of instances of improper behavior, the same issue that is known as incivility in the academic environment and has become a problem worthy of consideration in higher education. Therefore, the purpose of the current research was to identify the components, antecedents, consequences, and strategies to reduce organizational incivility in universities. Materials and Methods: The method of this qualitative research was a phenomenological type. The potential participants of the research were lecturers and academic experts at Iranian universities who were knowledgeable about the research subject in the country. Sampling was done with a purposeful approach and by choosing critical cases. Theoretical saturation was used to determine the sample size and semi-structured interviews were conducted with 22 faculty members and academic experts. Data analysis was done through a thematic analysis approach utilizing MAXQDA 2020 software. To determine the validity of the interviews, a re-study was used by the peer and the researcher, and the reliability was confirmed with theoretical saturation in the data collection stage and the re-test reliability of 89.94%. Discussion and Conclusion: The findings from the interviews showed that the components of organizational incivility included 4 global themes (organizational incivility of students, organizational incivility of faculty members, organizational incivility of managers and organizational incivility of employees), the antecedents of organizational incivility include 3 global themes (individual factors, internal organizational factors and external organizational factors), consequences of organizational incivility including 3 global themes (consequences related to individual and organizational health; attitudinal consequences (based on social exchange); and behavioral consequences and withdrawal), strategies to reduce organizational incivility including 3 global themes (educational arrangements, motivational arrangements and organizational arrangements). The organizational incivility components of the students included the organizing themes: non-observance of educational and research norms, violation of the norms of the academic environment, insolence towards the faculty members, and non-observance of student ethics. The organizational incivility components of faculty members included the organizing themes: lack of teaching skills and knowledge, academic indifference, non-observance to professional ethics towards students, non-observance with the norms of the academic environment, having unprofessional and destructive behaviors with colleagues, having offensive and rude behaviors with colleagues. The organizational incivility components of managers included the organizing themes: inefficient management, self-exaltation towards employees, and inattention to employees. The organizational incivility components of employees included the organizing themes: shortcomings and lack of responsibility, lack of effective employee presence at the workplace, and unethical behavior. The individual factors of antecedents included the organizing themes: demographic characteristics of people, personality characteristics of people, and family issues. The internal organizational factors of the antecedents included the organizing themes: structure, rules, and regulations of the university, management issues, job-related issues, inappropriate educational environment and facilities, issues related to the organizational climate and culture of the university, and deficiency in monitoring and evaluation system. The external organizational factors of the antecedents included the organizing themes: socio-cultural issues, economic issues, and political issues. The consequences related to individual and organizational health included the organizing themes: psychological and physical injuries, job and academic burnout, and job dissatisfaction. The attitudinal consequences included the organizing themes: damage to the dignity and status of the university in society. The behavioral and withdrawal consequences included the organizing themes: increased turnover or desire to leave the job; cultivating uncivilized human resources; loss of trust, empathy, and positive relationships between people; reduced task performance; and failure in the implementation of plans and group work. The educational arrangements of the strategies included the organizing themes: training and improvement, self-management and improvement, and development of communication skills. The motivational arrangements of the strategies included the organizing themes: modeling, and appropriate payment and punishment system. The organizational arrangements of the strategies included the organizing themes: reforming the style of management and leadership, management tact, strengthening the organizational culture encouraging politeness and civility, and reforming the selection rules. The results of this research can help faculty members by having sufficient knowledge of the components, antecedents, and consequences of organizational incivility to prevent its destructive effects on the teaching and learning process in universities. | ||
| کلیدواژهها [English] | ||
| Antecedents of organizational incivility, Components of organizational incivility, Consequences of organizational incivility, Organizational incivility, Strategies to reduce organizational incivility, Universities | ||
| مراجع | ||
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